The aim of this thesis is to investigate and present the status of student synthesis with color coded formula writing for grade level six through twelve, and to make recommendations for educators to teach writing structure through a color coded formula system in order to increase classroom engagement and lower students' affect. The thesis first examines the struggles American secondary students face with literacy and writing pedagogy. The evidence displays there is a growing demand for a writing system that can groom students to meet the expectations and rigor that the federal Common Core State Standards demand, but at the present time many educators are not successful when giving students guidance in writing proficiently. The thesis then identifies the history of color coded writing, further outlining the symbolism of colors in cultures and society. In a detailed central section of the thesis, it provides evidence and reasoning with the effects of how a color coded formulaic writing system will build the confidence of students writing in the classroom, while creating engagement in the writing process. Here, the thesis draws on a number of sources from other celebrated researchers to expand on theory of color coding. On the basis of the results of this research, it can be concluded a student's affect does decrease when provided a color coded writing formula, while revealing some colors negatively affect a student's confidence when writing. In conclusion, color coding writing allows for success in the classroom, which is the first step towards progressing towards mastery in writing. The author recommends further research opportunities to explore the phenomena of color affect among adolescent writers. The following are appended: (1) Qualitative Interview Questions--Student Focus Group; (2) Qualitative Interview Questions--Educator Focus Group; (3) Informed Consent for Student Interviews; and (4) Informed Consent for Student Interviews.